Butler-Pascoe, M.E. & Wiburg, K.M (2003). Technology and Teaching English Language Learners. Pearson Education, Inc.
Chapter 4: Using Technology to Teach Oral Communication Skills, pages 81 to 96: Developing Listening Skills
1. The aqcuisition/learning hypothesis states that language skills can be developed through two means: (a) Aquisition which is the process used by children to acquire their native langauge
(b) Learning which is consciously and ecplicitly knowing about the langauge
Acquisition is subconscious, whereas learning is consciously developed by instruction and aided by erroor correction. 2. How does technology provide comprehensible input? Technology assists students in acquiring langauge skills indirectly by acting as a major motivator and stimulus for language development. It provides students with incentives to communicate orally as they work collaboratively on tasks and communicative projects. There are two other major benefits for second langauge learners which are the exposure to large amounts of comprehensible speech and sccess to low-anxiety learning environments 3. In what whays can technology assist inc reating a nonthreatening lanuage learning environment? Technology can aid teachers in creating a supportive, non-threatening learning enviornment in which second langauge learners feel secure enough to practice the target language and to make and correct their own errors without embarrassment or anxiety. The computer can be programmed to present material at different difficulty levels with adjustments in speed of delivery according to individual learner needs. The untiring, nonjudgemental nature of the computer gives students the autonomy to review any part of the lesson as many times as they wish and recieve immediate feedback and additional assistance as needed. By reducing stress and anxiety, learners are able to negotiate meaning and convert the raw message they hear into compregensible input. 4. What kinds of processing stragegies are involed in listening? Describe each one and give examples:.……………………………………………………………………………………………................................................................................. .…………………………………………………………………………………………….................................................................................
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.……………………………………………………………………………………………................................................................................. 5.How does technology assist students in demonstrating their background and linguistic knowledge? .……………………………………………………………………………………………................................................................................. .…………………………………………………………………………………………….................................................................................
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.……………………………………………………………………………………………................................................................................. 6. How can technology assist students in: 1. interactional communication. ……………………………………………………………………………………… ………………………………………………………………………………………………
2. transactional communication ……………………………………………………………………………………… ………………………………………………………………………………………………
Teaching Listening
Listening activities
Butler-Pascoe, M.E. & Wiburg, K.M (2003). Technology and Teaching English Language Learners. Pearson Education, Inc.Chapter 4: Using Technology to Teach Oral Communication Skills, pages 81 to 96: Developing Listening Skills
1. The aqcuisition/learning hypothesis states that language skills can be developed through two means:(a) Aquisition which is the process used by children to acquire their native langauge
(b) Learning which is consciously and ecplicitly knowing about the langauge
Acquisition is subconscious, whereas learning is consciously developed by instruction and aided by erroor correction.
2. How does technology provide comprehensible input?
Technology assists students in acquiring langauge skills indirectly by acting as a major motivator and stimulus for language development. It provides students with incentives to communicate orally as they work collaboratively on tasks and communicative projects. There are two other major benefits for second langauge learners which are the exposure to large amounts of comprehensible speech and sccess to low-anxiety learning environments
3. In what whays can technology assist inc reating a nonthreatening lanuage learning environment?
Technology can aid teachers in creating a supportive, non-threatening learning enviornment in which second langauge learners feel secure enough to practice the target language and to make and correct their own errors without embarrassment or anxiety. The computer can be programmed to present material at different difficulty levels with adjustments in speed of delivery according to individual learner needs. The untiring, nonjudgemental nature of the computer gives students the autonomy to review any part of the lesson as many times as they wish and recieve immediate feedback and additional assistance as needed. By reducing stress and anxiety, learners are able to negotiate meaning and convert the raw message they hear into compregensible input.
4. What kinds of processing stragegies are involed in listening? Describe each one and give examples: .…………………………………………………………………………………………….................................................................................
.…………………………………………………………………………………………….................................................................................
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5. How does technology assist students in demonstrating their background and linguistic knowledge?
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.…………………………………………………………………………………………….................................................................................
.…………………………………………………………………………………………….................................................................................
.…………………………………………………………………………………………….................................................................................
6. How can technology assist students in:
1. interactional communication. ……………………………………………………………………………………… ………………………………………………………………………………………………
2. transactional communication ……………………………………………………………………………………… ………………………………………………………………………………………………